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AP United States History
Title of Course(s): Advanced Placement United States History 2013-2014

Grade Level: 11

Length of Course: 2 semesters 36 weeks/4-9 week quarters: Classes meet every day 55 minute class periods.

Advanced Placement Testing Date: May 14, 2014

Credits: 1

Textbooks: The American Pageant: A History of the Republic. 12th

ed. Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey.

Boston: Houghton Mifflin Company, 2001.


Additional documents will be assigned from the Internet Modern History Sourcebook

which is found at:http://www.fordham.edu/halsall/mod/modsbook.html
AP® United States History

This course is designed to provide a college-level experience and preparation for the AP Exam in May 2014 (cost to be announced annually). An emphasis is placed on interpreting documents, mastering a significant body of factual information, and writing critical essays. Topics include life and thought in colonial America, revolutionary ideology, constitutional development, Jeffersonian and Jacksonian democracy, nineteenth-century reform movements, and Manifest Destiny. Other topics include the Civil War and Reconstruction, immigration, industrialism, Populism, Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II, the Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first century. The course includes the study of political institutions, social and cultural developments, diplomacy, and economic trends in U.S. history. This course will fulfill the United States history graduation requirement.

In addition to the topics listed above, the course will emphasize a series of key themes throughout the year. These themes have been determined by the College Board as essential to a comprehensive study of United States history. The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history.

Student Expectations

AP US History is a challenging course that is designed to be the equivalent of a freshman college course in a high school setting. It is a year long survey of American history from the age of exploration to the present. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical thinking skills, essay writing, interpretation of original documents and historiography.

You will be required to apply the effort necessary to act as an historian and develop the ability to analyze historical evidence to determine its validity and relevance, identify point of view and the nature of bias, and recognize the necessity of objectivity and substantiation. The methodology of an historian involves skills that are highly transferable--the ability to formulate generalizations, interpret and use data and to analyze and weigh evidence from conflicting sources of information are applicable to many other academic and practical disciplines.
Besides lectures or PowerPoint presentations on important themes of U. S. history, you are expected to participate in class verbally through discussions of primary documents and events, debates of key issues and possible mock trials. Furthermore, you are expected to continually develop your writing skills through regular short essays, essay exams and maintain a notebook of all class materials. When documents or document packets are given as part of the homework assignment, you must underline or highlight key passages that show point-of-view, or that summarize the gist of the document, or that show bias. You must also add margin notes reflective of your intellectual ―conversation‖ with those

documents as you are reading them! The volume of material involved in a survey course of US history is extensive and you can expect to do a lot of reading not only in the text, but also from outside sources and research both in the library and through the internet.

AP United States History is challenging and stimulating and, compared with other high school courses, takes more time and requires more homework (but you already know that). Consequently, there will be a focus on strengthening skills in taking objective exams, in addition to writing clear and compelling essays and doing research and analysis of historical data. Therefore, regular study, frequent practice in writing, historical analysis, class discussions/debates/seminars, and study/review/and test-taking strategies are major elements of the course.

Course Objectives

Students will:


o Masterabroadbodyofhistoricalknowledge
o Demonstrateanunderstandingofhistoricalchronology
o Usehistoricaldatatosupportanargumentorposition
o Differentiatebetweenhistoriographicalschoolsofthought
o Interpret and apply data from original documents, including cartoons, graphs,

letters, inc.


o Effectivelyuseanalyticalskillsofevaluation,causeandeffect,compareand

contrast
o Workeffectivelywithotherstoproduceproductsandsolveproblems o PrepareforandsuccessfullypasstheAPExam



Grade Weights

Grades will be determined on a weighted category system as follows:

o Tests/Projects 40% o Quizzes(includes chapter work) 20% o Essays 20% o Assignments 20%

Assignment grades will be determined on a total point system and, generally, the more difficult and time-consuming the assignment, the more points it will be worth. However, inasmuch as this is a college level course, not all assignments will be collected or graded.



Themes in AP U.S. History
American Diversity
The diversity of the American people and the relationships among different groups . The roles of race, class, ethnicity, and gender in the history of the United States .
American Identity
Views of the American national character and ideas about American exceptionalism . Recognizing regional differences within the context of what it means to be an American . Culture
Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U .S . history . Popular culture and the dimensions of cultural conflict within American society .
Demographic Changes
Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density . The economic, social, and political effects of immigration, internal migration, and migration networks .
Economic Transformations
Changes in trade, commerce, and technology across time . The effects of capitalist development, labor and unions, and consumerism .
Environment
Ideas about the consumption and conservation of natural resources . The impact of population growth, industrialization, pollution, and urban and suburban expansion .

Globalization

Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange .


Politics and Citizenship
Colonial and revolutionary legacies, American political traditions, growth of demo- cracy, and the development of the modern state . Defining citizenship; struggles for civil rights . Reform
Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health, and government .
Religion
The variety of religious beliefs and practices in America from prehistory to the twenty- first century; influence of religion on politics, economics, and society .
Slavery and Its Legacies in North America
Systems of slave labor and other forms of unfree labor (e .g ., indentured servitude, contract labor) in American Indian societies, the Atlantic World, and the American South and West . The economics of slavery and its racial dimensions . Patterns of resistance and the long-term economic, political, and social effects of slavery .
War and Diplomacy
Armed conflict from the precolonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society .

Topic Outline according to CollegeBoard.com



1. Pre-Columbian Societies

Early inhabitants of the Americas


American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley American Indian cultures of North America at the time of European contact

2. Transatlantic Encounters and Colonial Beginnings, 1492–1690

First European contacts with American Indians


Spain’s empire in North America
French colonization of Canada
English settlement of New England, the Mid-Atlantic region, and the South From servitude to slavery in the Chesapeake region

Religious diversity in the American colonies


Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution, and the Pueblo Revolt

3. Colonial North America, 1690–1754

Population growth and immigration Transatlantic trade and the growth of seaports The eighteenth-century back country

Growth of plantation economies and slave societies
The Enlightenment and the Great Awakening
Colonial governments and imperial policy in British North America

4. The American Revolutionary Era, 1754–1789

The French and Indian War


The Imperial Crisis and resistance to Britain
The War for Independence
State constitutions and the Articles of Confederation The federal Constitution

5. The Early Republic, 1789–1815

Washington, Hamilton, and shaping of the national government Emergence of political parties: Federalists and Republicans Republican Motherhood and education for women Beginnings of the Second Great Awakening


Significance of Jefferson’s presidency

Expansion into the trans-Appalachian West; American Indian resistance Growth of slavery and free Black communities


The War of 1812 and its consequences

6. Transformation of the Economy and Society in Antebellum America

The transportation revolution and creation of a national market economy Beginnings of industrialization and changes in social and class structures Immigration and nativist reaction


Planters, yeoman farmers, and slaves in the cotton South

7. The Transformation of Politics in Antebellum America

Emergence of the second party system


Federal authority and its opponents: judicial federalism, the Bank War, tariff controversy, and states’ rights debates
Jacksonian democracy and its successes and limitations

8. Religion, Reform, and Renaissance in Antebellum America

Evangelical Protestant revivalism


Social reforms
Ideals of domesticity
Transcendentalism and utopian communities
American Renaissance: literary and artistic expressions

9. Territorial Expansion and Manifest Destiny

Forced removal of American Indians to the trans-Mississippi West Western migration and cultural interactions


Territorial acquisitions
Early U .S . imperialism: the Mexican War

10. The Crisis of the Union

Pro- and antislavery arguments and conflicts


Compromise of 1850 and popular sovereignty
The Kansas–Nebraska Act and the emergence of the Republican Party Abraham Lincoln, the election of 1860, and secession
11. Civil War
Two societies at war: mobilization, resources, and internal dissent
Military strategies and foreign diplomacy
Emancipation and the role of African Americans in the war
Social, political, and economic effects of war in the North, South, and West

12. Reconstruction

Presidential and Radical Reconstruction


Southern state governments: aspirations, achievements, failures Role of African Americans in politics, education, and the economy Compromise of 1877
Impact of Reconstruction

13. The Origins of the New South

Reconfiguration of southern agriculture: sharecropping and crop-lien system Expansion of manufacturing and industrialization


The politics of segregation: Jim Crow and disfranchisement

14. Development of the West in the Late Nineteenth Century

Expansion and development of western railroads


Competitors for the West: miners, ranchers, homesteaders, and American Indians Government policy toward American Indians
Gender, race, and ethnicity in the far West
Environmental impacts of western settlement

15. Industrial America in the Late Nineteenth Century

Corporate consolidation of industry


Effects of technological development on the worker and workplace
Labor and unions
National politics and influence of corporate power
Migration and immigration: the changing face of the nation
Proponents and opponents of the new order, e .g ., Social Darwinism and Social Gospel

16. Urban Society in the Late Nineteenth Century

Urbanization and the lure of the city


City problems and machine politics
Intellectual and cultural movements and popular entertainment

17. Populism and Progressivism

Agrarian discontent and political issues of the late nineteenth century Origins of Progressive reform: municipal, state, and national Roosevelt, Taft, and Wilson as Progressive presidents

Women’s roles: family, workplace, education, politics, and reform Black America: urban migration and civil rights initiatives

18. The Emergence of America as a World Power

American imperialism: political and economic expansion War in Europe and American neutrality


The First World War at home and abroad
Treaty of Versailles

Society and economy in the postwar years



19. The New Era: 1920s

The business of America and the consumer economy


Republican politics: Harding, Coolidge, and Hoover
The culture of Modernism: science, the arts, and entertainment
Responses to Modernism: religious fundamentalism, nativism, and Prohibition The ongoing struggle for equality: African Americans and women

20. The Great Depression and the New Deal

Causes of the Great Depression


The Hoover administration’s response
Franklin Delano Roosevelt and the New Deal
Labor and union recognition
The New Deal coalition and its critics from the Right and the Left Surviving hard times: American society during the Great Depression

21. The Second World War

The rise of fascism and militarism in Japan, Italy, and Germany Prelude to war: policy of neutrality


The attack on Pearl Harbor and United States declaration of war Fighting a multifront war Diplomacy, war aims, and wartime conferences

The United States as a global power in the Atomic Age



22. The Home Front During the War

Wartime mobilization of the economy


Urban migration and demographic changes Women, work, and family during the war Civil liberties and civil rights during wartime War and regional development
Expansion of government power

23. The United States and the Early Cold War

Origins of the Cold War


Truman and containment
The Cold War in Asia: China, Korea, Vietnam, and Japan
Diplomatic strategies and policies of the Eisenhower and Kennedy administrations The Red Scare and McCarthyism
Impact of the Cold War on American society
COURSE PROCEDURES:

  • Text Assignments: In order to complete the curriculum, students will be required to read 1-2 chapters per week as well as a variety of outside readings of historical documents and articles provided by the instructor. Students will be acquiring information from the textbook chapters throughout the year in different formats including: outlines, Cornell notes, study questions, and identifications. All text assignments must be handwritten, may generally be used on the chapter quizzes and will be graded as a portion of the chapter quizzes. Students will need a large binder to keep chapter notes and additional assignments. A section of a binder will NOT be enough for this very in-depth course.

  • Surveys: An additional textbook assignment for most chapters will be a chapter survey analyzing all the non-textual information (pictures, charts, graphs, maps) by briefly describing each item and determining its significance.

  • Discussion/Lecture Notes: Students are ALWAYS expected to take notes during classroom discussions and lectures and add these notes to the chapter text work. Discussions/lectures will expand upon the information provided in the text.

  • Documents: Students will learn to analyze and interpret a variety of historical documents, maps, charts, graphs, statistical tables, pictures, private journals, etc. for content, meaning and usefulness. Students will often be asked to prepare note card summaries (in a spiral pack of 3 x 5 ruled index cards) of the major ideas and significance of various primary source documents.

  • Primary Sources & the DBQ
    Students will use primary resources in American history to write Document Based Questions (DBQ). The DBQ is an essay that incorporates a variety of primary source materials. Students use the documents to take a position on their essay. Students will write a minimum of ten DBQ essays throughout the course.

  • Writing: Since 50% of the APUSH Exam is free response format, students will be writing essays throughout the course of the year. DBQs and FRQs will be written by hand, in blue or black ink only – no pencil allowed. As the year progresses, these essays will be timed.

In class: When multiple essays are posted, one will be picked at random during class. For each essay, students can bring a 5x7 index card with relevant info. Students must prepare for EACH essay, again one of which will be written in 30 minutes. The following essays are actual "FRQ's" (Free Response Questions, kind of a 'DBQ' without the documents) from the AP exams of past years. Students will turn in all cards on essay days. Students will save these cards and use them as 'flashcards' for the actual AP exam in May. Therefore the notecards must be legible, written in pen so that they last, and organized in a logical manner.

For midterms and finals: Students can bring a 8x11handwritten sheet (double sided) with relevant info.Please note that these are actual questions. If not assigned, read all of them over time and see if you can answer them. Questions are often recycled as multiple choice questions, DBQ's and can reappear in modified form as FRQ's. If you cannot answer them, that is a gap in your knowledge that needs to be addressed. ALL ESSAYS MUST BE WRITTEN IN BLACK PEN

IN CLASS. WHY: THE READERS ON THE AP TEST PREFER IT FOR PURPOSES OF CLARITY.

ESSAY 1

Early encounters between Native Americans and Europeans led to a variety of relationships among the different cultures.

Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600's.

New England


Chesapeake
Spanish Southwest
New York and New France ESSAY 2

a.Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions:

New England

Chesapeake

Middle Atlantic

b.Compare and contrast the ways in which economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750.

c."Geography was the primary factor in shaping the development of the British colonies in North America." Assess the validity of this statement for the 1600's.

d. Analyze the impact of Atlantic trade routes established in the mid 1600's on economic development in the British North American colonies. Consider the period 1650-1750.



ESSAY 3

a.Compare the ways in which TWO (see below)of the following reflected tensions in colonial society:

Bacon's Rebellion (1676)

Pueblo Revolt (1680)


Salem witchcraft trials (1692) Stono Rebellion (1739)

b.Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750.


British

French


Spanish

ESSAY 4

Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation.



ESSAY 5

To what extent was the United States Constitution a radical departure from the Articles of Confederation?



ESSAY 6

To what extent was the election of 1800 aptly named the "Revolution of 1800"? Respond with reference to TWO of the following areas:

Economics Foreign policy Judiciary Politics

(A-G: Economics and Foreign Policy) (H-N: Judiciary and Politics)


(N-R: Economics and Politics)
(S-Z: Foreign Policy and Judiciary) ESSAY 7

Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the Constitution:

John Adams
Thomas Jefferson
George Washington
(A-N: Washington and Jefferson) (N-R: Washington and Adams) (S-Z: Jefferson and Adams) ESSAY 8

a. Although the power of the national government increased during the early republic, this development often faced serious opposition. Compare the motives and effectiveness of those opposed to the growing power of the national government in TWO of the following:

Whiskey Rebellion, 1794

Virginia and Kentucky Resolutions, 1798-1799

Hartford Convention, 1814-1815

Nullification Crisis, 1832-33

(A-G: Whiskey and Hartford)

(H-N: Nullification and VA/KY)

(N-R: Whiskey and VA/KY)

(S-Z: Hartford and Nullification)

b. Analyze the way in which the following influenced the development of American society:

Puritanism during the 17th century


The Great Awakening during the 18th century
The Second Great Awakening during the 19th century

c. The Jacksonian Period (1824-1848) has been celebrated as the era of the "common man." To what extent did the period live up to its characterization? Consider TWO of the following in your response.

Economic development Politics
Reform Movements ESSAY 9

Reform movements in the United States sought to expand democratic ideals. Assess the validity of this statement with specific reference to the years 1825-1850.



ESSAY 10

a. "Although Americans perceived Manifest Destiny as a benevolent movement, it was in fact an aggressive imperialism pursued at the expense of others". Assess the validity of this statement with specific reference to American expansionism in the 1840s.

b. To what extent did the debates about the Mexican War and its aftermath reflect the sectional interests of New Englanders, westerners, and southerners in the period from 1845 to 1855?

c. Analyze the moral arguments and political actions of those opposed to the spread of slavery in the context of THREE of the following:

Missouri Compromise Mexican War
Compromise of 1850 Kansas- NebraskaESSAY 11

"I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races." How can this statement of Abraham Lincoln be reconciled with his 1862 Emancipation Proclamation?



ESSAY 12

How and why did transportation developments spark growth during the period from 1860 to 1900 in the United States?



ESSAY 13

Analyze the ways in which farmers and industrial workers responded to industrialization in the Gilded Age (1865-1900).



ESSAY 14

Evaluate the impact of the Civil War on political and economic developments in TWO of the following regions:

The South
The North
The West
Focus your answer on the period between 1865 and 1900. (A-N: West and South)

(N-R: West and North) (S-Z: South and North) ESSAY 15

What immigrants from Europe wanted in coming to America, and what America gave them, both changed during the period 1607-1911. Discuss changes BOTH in what these immigrants wanted and what they found, giving about equal attention to the periods of 1607-1790 and 1820-1915.

ESSAY 16

If William Jennings Bryan had defeated William McKinley in 1896, the United States would have been vastly different." Explain why you agree or disagree with this generalization.



ESSAY 17

a. "The Monroe Doctrine acquired meaning only after 1900 when the United States had sufficient power to compel its observance by the major nations of Europe." Assess the validity of this generalization.

b. Analyze the extent to which the spanish american war was a turning point in American foreign policy.

ESSAY 18

How successful were progressive reforms during the period 1890 to 1915 with respect to TWO of the following?

Industrial conditions
Urban Life
Politics
(Free response from the 2005-Form B Exam) (A-N: Industrial and Urban)

(N-R: Industrial and Politics)

(S-Z: Urban and Politics)

ESSAY 19

a. Describe and account for the rise of nativism in American society from 1900 to 1930.

b. In what ways did economic conditions and development in the arts and entertainment help create the reputation of the 1920's as the Roaring Twenties?

c. Historians have argued that Progressive reform lost momentum in the 1920's. Evaluate this statement with respect to each of the following:

Regulation of businessLabor reform Social welfare for new immigrants

ESSAY 20
Compare and contrast the programs and policies designed by reformers of the Progressive era to those designed by reformers of the New Deal Period. Confine your answer to programs and policies that addressed the needs of those living in poverty.


ESSAY 21

1. Compare and contrast United States foreign policy after the First World War and after the Second World War. Consider the periods 1919-1928 and 1945-1950.

2. Desegregating the South and the seeds of the Civil Rights Movement

3. Compare and contrast United States society in the 1920s and the 1950s with respect to TWO of the following:

race relations role of women

consumerism



ESSAY 22

a. To what extent did the decade of the 1950s deserve its reputation as an age of political, social and cultural conformity?

b. Assess the success of the United States policy of containment in Asia between 1945-1975.

c. Analze the extent to which the 1920's and 1950's were similar in TWO of the following areas.

Impact of technology Intolerant attitudes Literary developments ESSAY 23

a. Describe and account for changes in the American presidency between 1960 and 1975, as symbolized by Kennedy's "Camelot," Johnson's Great Society, and Nixon's Watergate. In your answers, address the powers of the presidency and the role of the media.

b. "Between 1960 and the present, there has been great progress in the struggle for political and social equality." Assess the validity of this statement with respect to the following groups during that period:

Asian Americans Latinos


Native Americans Gays

Essay 24 Due (Approx 750 words) Turn it in on Turnitin.com

Immigration/ Labor Movement

Describe the patterns of immigration in each of the periods listed below. Compare and contrast the responses of Americans to immigrants in these periods.

1700 to 1815 1820 to 1860

1880 to 1924

1965 to 2000

Essay 25

Analyze the extent to which each of the following transformed American society in the 1960's and 1970's.

The Civil Rights Movement

The antiwar movement The women's movement



  • Chapter Reading Quizzes: Students will take a quiz on each chapter on the date it is due. Chapter outlines/Cornell notes/study questions/ids may generally be used on the quizzes; however, all quizzes will be timed and quizzes will range in value from 20-40 pts. Chapter Quizzes may also include information from additional assignments that are due at the same time as the chapter and the lowest chapter quiz grade will be dropped at each marking period.

  • Unit Tests: Tests will generally cover 3-5 chapters of material and will be worth 100 points. These multiple choice tests will contain 80 questions, usually actual AP test questions, and will always be timed in accordance with the timing of the national APUSH exam (.69 minutes per question). Unit tests will be cumulative and contain material from previous chapters in order to help prepare students for the AP Exam.

  • Make-up Assignments: Students will always know their assignments in advance and should continuously check the student syllabus on the web site for updates. Since students will always have a syllabus of work due, students who miss a class should come prepared for the next class regardless of an absence.

Grading Policy: Grades will be continually updated on Progress Book and students and parents should refer to Progress Book for all questions on grades.

  • Late Assignments: Late assignments must be completed and turned in within three school days of the due date regardless of student absences and will be assessed a maximum penalty of 30% off the earned grade. No late work will be accepted once a quarter has ended or semester exams have begun. Please note that late assignments may be a different assignment than the work that was originally assigned.

  • Test Corrections/Retakes: Opportunities for improving unit test scores will vary throughout the year. On some tests, students will have the opportunity to do test corrections and earn up to 1/2 pt. for each corrected answer and explanation. These unit test corrections must be completed within one week of the time the graded test was returned. No test corrections will be done during class time. For some tests, students who receive a C or below on a test may retest (it will be a different test) within 1 week of the time the graded test was returned. No re-testing will be done during class time.

  • Materials Needed: (1) a LARGE binder for outlines, notes, handouts, etc. – a section of a notebook will not work for this class; and (2) several packs of spiral pack of 3 x 5 ruled index cards Also stock up on blue or black pens for essay writing!

  • Academic Honesty: ALL academic work is expected to be the legitimate, truthful work of each student. Cheating and plagiarism will not be tolerated. Cheating or plagiarism will result in a zero on the assignment, parent contact, a disciplinary referral and a loss of respect.

.

THE AP EXAM: The AP Exam is three hours and five minutes long. There are 80 multiple choice questions (five possible answers for each) which take 55 minutes to complete, and account for 50% of the final exam score. Total scores on the multiple-choice section are based only on the number of questions answered correctly; no points are awarded for unanswered questions and no points are deducted for incorrect answers. There is also a free response (essay) section which takes 130 total minutes and accounts for the remaining 50% of the final exam score. The DBQ, document-based question, accounts for 45% of the essay portion of the exam; and two sets (two questions each) of FRQs (free response questions) - account for 27.5% each, or 55% of this portion of the exam score. Students will select one from each set to answer. There is no way to know what type of questions will be asked on the exam.

PRACTICE EXAM: Students will take an AP practice exam, which will also count as the semester final exam, near the end of April.

Textbook

REQUIRED TEXTS:


D. M. Kennedy, L. Cohen, T. A. Bailey, The American Pageant (Advanced Placement® Edition; 15th ed.; Boston/New York: Houghton Mifflin, 2014).

A student who is absent the day before a test will still be

required to take the test on the assigned day.

Please note that those students who allow others to

copy their work are equally guilty of cheating and will receive equal consequences

REQUIRED MATERIALS


o 2InchBinder
o At least 12 dividers for each unit, and other materials.

o Access to note cards at all times


o Blue or Black ink

AP U.S. HISTORY

STUDENT/PARENT CONTACT INFORMATION

During the course of this year, I may need to contact students and/or parents and would appreciate your assistance in completing the following:

Student Name: ___________________________________________________________

Home Phone: __________________________ Student Phone #: ______________

Student Email: ___________________________________________________________

Parent Name: __________________________ Daytime Phone #: _____________

Parent Name: __________________________ Daytime Phone #: _____________

Parent Email: ___________________________________________________________

Are there any health issues I need to be aware of? If so, please explain.

I have read and understand the course requirements and expectations for AP U.S. History.

___________________________________________ Date ___________________
Student Signature

___________________________________________ Date ___________________



Parent Signature


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